Managing for Results Dr. Ruben F. del Prado MD MPH’ 88 Tuesday 8 January 2013
Managing for Results V I I renegotiate what’s expected I know what’s expected of me and why PLAN IV I modify my actions to make sure I do ADJUST what I said I would do II DO CHECK III I put measures in place and gather information to evaluate my progress I do what I say I’ll do
Introduction to Results Based Management (RBM) Let’s talk about “results!”
Why RBM? Rationale and intended gains: § § § Improved focus on results instead of activities Improved transparency Improved accountability Enhanced performance orientation Improved measurement of programme achievements Enhanced strategic focus
Why RBM? Rationale and intended gains: § § § Improved focus on results instead of activities Improved transparency Improved accountability Enhanced performance orientation Improved measurement of programme achievements Enhanced strategic focus And. . . § It is now a strategic planning standard
Results Based Programme Planning (RBP): Sum of activities and strategies is sufficient to achieve the expected result Results Based Programme Management (RBM): Resources focused on achieving expected results
Resources focused Achieving expected results
Principle of RBP Activities and Strategies must not only be necessary, but also sufficient to achieve the expected result If a problem is caused by three conditions
All three conditions must be addressed
So, since we are now talking about ‘results’, what is a ‘result’?
A result is a measurable or describable change resulting from a cause and effect relationship.
Two major elements in ‘Results’ Change Causality Measurable transformation • In a group • In an organization • In a society • In a country Cause and effect relationship between an action and the results achieved. “If-then” logic.
There is a hierarchy of change in ‘results’… What are three levels of results?
Hierarchy of Change Impact Long-term effects produced by a development action or strategy; directly or indirectly; intended or unintended. Outcome The likely or achieved short-term and medium-term effects of an activity’s or strategy’s outputs. Output The products and services that result from the completion of activities within a development strategy.
Let’s talk now about the different ‘types’ of change we could measure at each level of the ‘results’…
Types of Change Impact Outcomes Changes in the lives of people: realisation of their rights Institutional Change: values, laws – associated with institutional performance, new institutions Behavioural change: new attitudes, practices Output Operational Change: products and services – knowledge, skills
Level of Change Results Chain Impact Strategic Result Outcome Joint Programming Result Output Activity Multiple or single activity or strategy result Focus of Change Human rights Institutional/ Behavioural Operational/ skills, abilities, products and services Timeframe 5 -10 yrs MORE 5 yrs <1 yr Processes Collective Accountability less
‘Results’ are supposed to be S. M. A. R. T.
S Specific M Measurable A Achievable R Relevant T Time bound
In summary. . .
How? What do we want ? RESOURCES INPUTS Why? RESULTS ACTIVITIES OUTPUTS OUTCOMES Operation al Behavior al / Institutio nal IMPACT Effect Funds, Human Resources, equipment, etc. Activity (ies) Output (s) Change MEASURABLE CHANGE Quality of Life Change
The results chain usually takes the form of a more complex results framework, framework preserving the levels… sult Re c Level egi tpact a St. Irm Result lt Resu e l amm Leve r e Result Progcom Result t Ou Result ults t Res el c rojtput Lev POu e Result
Program inputs (resources) and activities lead to output level results Result Result Result
Combined Programme Results (outputs) lead to Programme Results at the outcome level Result Result Result
Combined Programme Results lead to Strategic Results at the impact level Result Result Result
When all results have been consolidated into one matrix (logframe, UNDAF, AWP) go back and check the “if then” logic n the Strategic Result if n the Programme Result n the if Result if
Results Language = Change Language Action Language q expresses results from the provider’s perspective q can be interpreted in many ways q focuses on completion of activities Change Language q describes changes in the conditions of people q sets precise criteria for success q focuses on results, leaving options on how to achieve them
Refining Results Action Language Change Language 1. To strengthen the capacity of teachers to teach life skills through training on gender competent, child friendly, learner directed learning approaches 1. Results language to emphasise future condition 2. The capacity of teachers to teach life skills is strengthened 2. Take out information relating to strategy or activities 3. By 2014, the capacity of all life skills teachers in the 5 Regions with the highest adolescent teen pregnancy rates is strengthened 3. All teachers everywhere? By the year 4, 000? Be more specific! 4. All life skills teachers in the 5 Regions with the highest adolescent teenage pregnancy rates have increased capacity, by 2014, to teach life skills to school children 4. Bring the subject of change to the front and shift from passive to active language
Example Action Language Change Language Goal: to decrease the number of children dying of malaria and malaria-related causes Impact Result: Child mortality from malaria and related causes decreased from 30% to 5% by 2014 Objective: to promote the use of long lasting insecticidal nets (LLINs) Outcome Result: at least 80% of people in endemic areas sleep under a long lasting insecticidal net Activity: train 100 teachers in participatory learning techniques Output Result: 2 teachers in 50 schools are trained in how to teach other teachers in participatory learning Indicators: number of TV and radio jingles providing malaria prevention education; number of LLINs distributed Indicator: % of people who know that sleeping under an LLIN reduces the risk of malaria; % of people who sleep under a long lasting insecticidal net
Let’s look at another example of results based language…
Suggested. . . Action Language Change Language Increase the percentage of under 1 year olds fully immunized Percentage of under one year olds fully immunised increased to 95% by 2011, in all regions Strengthen community capacity for water management in 180 sites 180 Community Water Committees have successfully maintained and managed their boreholes with no external assistance for one year Increased commitment of communities to send boys to school and increased motivation of boys to stay in school as well as empowerment of boys Male gross enrolment rate in primary school increased from 55% to 95% in 50 primary schools, by 2012. 95% of boys in catchment areas of 50 primary schools report strong, favorable attitudes towards boys completing primary school
In summary: Principles of Results Based Planning • • Context specific causality analysis Hierarchical logic “If-then” causality between levels of results Collective accountability increases as you move up the hierarchy towards outcomes and impact
Collective Accountability increases as you move up the hierarchy towards outcomes and impact
In summary: Principles of Results Based Planning • Uses change language to describe a specific, measurable, achievable, relevant, time-bound result • AND… based on strategic choices that focus on realisation of improvement of human conditions
Perceived problems in applying RBM • • • Difficult to apply causal logic, especially in relation to complex, non-transparent or multi-faceted processes Difficult to learn: RBM is not intuitive, not easily 'taught', years of usage required to achieve common understanding and practice Difficult to integrate, e. g. integrating gender and Human Rights concerns into the results chain and in indicators Difficult to revise, and therefore often becomes ‘fixed’ Difficult to measure: multitude of ‘indicator types’, difficulties in choosing a reasonable number, reliance on un-measurable indicators, seeking visibility in indicators, weak indicator tracking Difficult to ‘attribute’, especially at Outcome level (can be responsible, but not fully accountable)
So What is RBM? • A management philosophy and team approach emphasizing development results in planning, implementation, learning and reporting. • Seeks to focus an organization’s efforts and resources on the achievement of results. • A primary performance measurement tool
Why RBM? Results! That’s what matters! • Credibility & Accountability – through efficient and effective use of public and donor funds. • Effective programme and project management through informed decision-making and resource allocation. • A culture of rigorous performance measurement. • Sustainability of Development Results.
Levels of Results 1. Output Results (short-term) 2. Outcome Results (medium-term) 3. Impact Results (longer-term)
Output Result Immediate, visible, concrete developmental change that is the tangible consequence of project activities (inputs) § Commonly expressed in terms of individuals/groups § Should be achieved by the mid-point of a project
Outcome Result The developmental change (in the beneficiaries of the project) that are the logical consequence of achieving a combination of outputs. § Commonly expressed in terms of community, institution, organization § Should be achieved by the end of a project
Impact Result The higher level, long-term developmental change that is the logical consequence of achieving a combination of outputs and outcomes. § § Usually not measurable until after a project ends Linked to the project goal Expressed in terms of country, region Projects are not responsible for measuring results at the impact level
Inputs § The human organization and physical resources contributed directly or indirectly by the stakeholders of a project.
Activities § The coordination, technical assistance and training tasks organized and executed by project personnel
Differences: Output Results and Activities are actions to be undertaken within the scope of the project. Completed activities are not output results. Output results are the short-term effects of completed activities.
Results Statements Normally expressed in terms such as: § Increased § Decreased § Improved § Enhanced § Strengthened
Unanticipated Results • Results achieved that were not expected in the first place. • These should also be documented and reported.
Assumptions and Risks • Assumptions are conditions necessary for positive results. Examples: - Parents of school students will cooperate by sending household solid waste to school (for a school based solid waste management project which trains students hands-on on solid waste management. - A project has stable management. • Risks are factors that could negatively affect the results. Examples: People will not buy products made from solid waste in the school. (external risk) Managers leave before the project is completed. (internal risk)
Splash & Ripple Disturbances in the Pond influence ripples – Changes in Assumptions and Risks influence results Outermost ripple – Impact Result RBM Middle Ripples – Outcome Results Inner Ripples – Output Results Input influences the ripples. The ripple works outward to become an impact Splash – Operational Output Input - Stone
Assessing Change: Indicators § Indicators measure whether results have been achieved § Indicators denote change over time § Indicators illustrate the cause and effect relationships between inputs and results
Indicators § Indicators describe how the intended results will be measured - accountability § Objectively verifiable, repeatable measures of a particular condition § They force clarification of what is meant by the result ……. the fine print! § Must be accompanied by baselines and targets
Indicators Quantitative indicators: – Measures of quantity – Examples: # of, % of, frequency of …. Qualitative indicators: – Involve people’s perceptions about a subject – Examples: quality of, extent of, degree of…
Avoid Some Common RBM Mistakes • confusing completed activities with outputs • unclear linkages between the different levels of results so that it becomes hard to establish how a specific result has been achieved • unrealistic results (which are usually too ambitious!) given the resources at hand the duration of the project • too much reliance on quantitative indicators vs qualitative indicators • confusing indicators with results • not being sufficiently explicit in how the project will generate change • monitoring and reporting more on activities than results.
Results-based Management and Being Strategic
Definition: “Strategic planning is creating a vision of the future and managing toward that expectancy” It's an effective process for aligning your short-term decisions with your long-term goals Strategic planning answers the three big questions: 1. Where are we today? 2. Where do we want to be in the future? 3. What should we be focused on today, in order to make it more likely we will be where we want to be in the future?
Levels of Results Impact HIV infections reduced Outcome Leaders committed and acting (funding!) an effective national HIV response Output National AIDS Programme Secretariat operates effectively and guides the national HIV response
Indicators • All indicators must be accompanied by baselines and targets. Without these, measurement of change over time is not possible. • Baselines establish the value of the indicator at the beginning of the planning period • Targets describe expected values upon completion of the plan • Performance monitoring of the indicator tells us about actual achievement, compared to the original target
Sustaining Results Elements of a Results-Based Culture • Mission focused – results driven • Relational – actions have corresponding reactions • Information based – more informed decisions • Openness to Change – continuous learning
A typology for RBM–Governance, Participation Results Such as: Focus Impact Citizens and organizations participate in decision making Human! Outcome Output n the n th en Empowered individuals and groups, strengthened institutions Increased Social Cohesion Civil groups and Institutions with capacity to address conflict, peacefully Citizens with awareness of human rights issues if if @ Timeframe 5 - 10 years Institutional/ Behavioural 5 years Institutional/ 5 years Behavioural if Operational skills, abilities, products and services MORE e ctiv lity le Col ntabi u cco a <3 years less
Risks and Assumptions
Assumption: A Definition § A necessary condition for the achievement of results at different levels. § Part of the cause-effect logic § Stated as though it is actually the case § Less probable at the higher level of the hierarchy § Can help identify additional results or outputs
Risk: A Definition § A potential event or occurrence beyond the control of the programme or project that could adversely affect the achievement of the desired results § A threat to success § Not just the negative of an assumption § A trigger for reconsideration of strategic direction
Monitoring vs. Evaluation Monitoring Evaluation Systematic, ongoing Systematic, periodic During programme implementation During and after programme implementation Tracking of activities and progress Judgment of merit, value or worth of a programme/project According to AWP Compared to evaluation criteria (relevance, effectiveness, impact) For short term corrective action For decision-making about future programmes Accountability for implementation Accountability for results Contributes to evaluation For office & organizational learning Conducted by insiders Conducted by impartial outsiders Are we doing things right? Did we do the rights things?
Typical pitfalls • Wordy (. . and no change language) “To promote equitable economic development and democratic governance in accordance with international norms by strengthening national capacities at all levels and empowering citizens and increasing their participation in decision-making processes. . . ” • Too ambitious “Strengthened rule of law, equal access to justice and the promotion of rights. . . ” • Containing multiple results “The state improves its delivery of services and its protection of rights—with the involvement of civil society, and in compliance with its international commitments …”
Typical pitfalls • Wishy-washy, not a result (ie. Support provided to improve. . ) Support to institutional capacity building for improved governance • So general, they could mean anything To promote sustainable development and increase capacity at municipal level • Overlapping with higher goals Substantially reduce the level of poverty and income inequality in accordance with the MDGs • Confusing means and ends Strengthen the protection of natural resources through the creation of an enabling environment that promotes sound resources management
Outcomes describe the intended changes in development conditions resulting from UN Country Team cooperation. They relate to changes in institutional performance or behaviour among individuals or groups as viewed through a human rightsbased approach lens. Achievement of outcomes depends critically on the commitment and actions of stakeholders, as well as on results to be achieved by government and other partners outside the UNDAF. UNDG RBM Handbook, 2011
Outputs are changes in skills or abilities, or the availability of new products and services that must be achieved with the resources provided and within the time-period specified. Outputs are the level of result where the clear comparative advantages of individual agencies emerge and where accountability is clearest. Results should be formulated in change language. UNDG RBM Handbook, 2011
How? What do we want ? RESOURCES INPUTS Why? RESULTS ACTIVITIES OUTPUTS OUTCOMES Operation al change Behavior al / institutio nal change IMPACT Effect Funds, HR, equipme nt, etc. Activity output MEASURABLE CHANGE Quality of life
Reformulate the concerns identified in the scenario and link them to clearly stated programme outcomes
S Specific M Measurable A Achievable R Relevant T Time bound
QUESTION KEY WORD What is the problem your project seeks to address? Problem Who stands to benefit? Who? What are the major activities Activities in the project? What are the outputs of these activities? Outputs What outcomes will these outputs produce? Outcomes Toward what single impact is Impact the project contributing? What key constraints will influence the project as you move from activities to outcomes Constraints What indicators will you use to measure progress toward achieving the project’s outputs and outcomes? Indicators YOUR ANSWER
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